By UMUL MUKMINATI ROSYIDA NIM. 210914036 ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO 2018
IMPROVING THE SEVENTH GRADERS ’ WRITING ABILITY OF DESCRIPTIVE TEXT THROUGH “ROUNDTABLE DISCUSSION OF
VIDEO ” AT SMPN 3 SAWOO PONOROGO
THESIS
By
UMUL MUKMINATI ROSYIDA
NIM. 210914036
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
2018
ABSTRACT
ROSYIDA, UMUL MUKMINATI. 2018. Improving The Seventh Graders ’ Writing Ability of Descriptive Text Through“Roundtable Discussion of Video” at SMPN 3 Sawoo Ponorogo. Thesis, English Education Department,
Tarbiyah and Teacher Training Faculty. The State Institute of Islamic Studies Ponorogo, Advisor Dr. Ahmadi, M.Ag.
Key Words: Roundtable, Video, Writing, Descriptive Text.
Teaching writing is one of the challenges that often be faced by teacher. Grammar and vocabulary are important in the teaching writing. The teacher have to use the correct grammar and vocabulary, apply the writing skills that have learnt, and incorporate these knowledge with previous experience on the topic given when writing. Besides, there are two things that become the center of problems in teaching writing. The first problem is students
’ interest in writing and the second problem lies in the students ’ own ability to write.
The objective of this research is to solve the students ’ writing problems especially for writing descriptive text by using Roundtable discussion of video in the seventh grade students of SMPN 3 Sawoo Ponorogo.
This research was a classroom action research which aimed to explain the extent to which Roundtable discussion of video can improve students ’ ability in writing a descriptive text at the seventh grade of SMPN 3 Sawoo Ponorogo. The subject of this research was class VII B which consisted of 22 students.
This study was held into two cycles. In the first cycle, the average score of the students reach 74.09 which the minimum score is 75. If on percentage, there is 31.82% students who have passed and 68.18% students who have failed. Besides that, the students who are active only 27.27%, and 72.73% students are passive. This result is still far from the writer
’s expectations as the researcher of this study. Those still require some improvements which are presented in the reflection section, and continue into the second cycle.There are some improvements in the second cycle, such as rearranging the distribution of the student group and selecting again the instruments. It is very influential in the performance of students in the group. In this cycle, the students reach 79.68 for the average score. This result has exceeded the minimum score, and it is higher then the first score result. For the percentage, 86.36% students are passed and only 13.64% students are failed, then 77.27% students are active and the passive student are only 22.73%. The percentage in this cycle is more than 50% enough, so it means that the number of students
’ activeness and students who passed have increased. From the explanation above, it can be concluded that Roundtable discussion of video can improve the students
’ writing ability of descriptive text at grade VII B of SMPN 3 Sawoo Ponorogo.
CHAPTER I INTRODUCTION A. Background of The Study In teaching English there are four skills, such as speaking, listening, reading, and writing. These skills have their own character and difficulty level. Based on the characteristic of skill, they are devided into two kinds. The first is
comprehension skills, such as listening and reading, and the second is productive skills, such as speaking and writing. Whereas the difficulty level of these four skills depends on how the teaching approaches are used during the lesson.
Teaching writing is one of the challenges that have to be faced by teacher. Writing has difficulty level which it is equivalent to speaking. Writing and speaking require good mastery of grammar and vocabulary. In this case, grammar and vocabulary are important in teaching writing. Both are not hard to deal by native learners, but not for foreign learners. They find writing to be difficult because they have to use the correct grammar and vocabulary, apply the writing skills they have learnt, and incorporate these knowledge with their previous experience on the topic given when writing.
There are two things that become the center of problems in teaching writing. The first problem is students ’ interest in writing. It is very important, because it can be a motivation for students to write well. The second problem lies in the students ’ own ability to write. This latter problem is very common, because it needs many time to deal.
Indonesia is one of the countries whose nitizens have low interest in reading and writing. This is proven in the survey of “Most Literate Nations in
The World ” by Central Connectitut State University that Indonesia is ranked 60th out of 63 countries. Based on statistic of UNESCO in 2012, Indonesian interest
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index in reading is very worrying. It only reached 0.001 percent. Because of the interest in reading is very low, then it also affects to the interest of writing. The data of Scientific American Survey shows the annual contribution of Indonesian Scientist and Scholars to knowledge, science and technology is only 0.012
2
percent. Furthermore, Webometrics mention that the number of international journal documents generated are only around 13 thousand. It ’s far left behind from other countries, such as US (5.32 million documents), China (1.85 million documents), Japan (1.46 million decuments), Singapore (109 thausand
3 documents), and Malaysia (55 thausand documents).
Some problems of teaching writing found by Maya Irmalia in her research “Indonesian Interference in Students’ Writing” are being representative of the problems that often experienced by Indonesian EFL learners. First, 1 th Anonim, “Tingkat Membaca dan Menulis Masyarakat Indonesia Rendah”, palugadanews.com,
14 April 2016, Onlin 2 nd
Satria, “Minat Menulis Jurnal Ilmiah di Indonesia Rendah”, Universitas Gajah Mada, 22
April 2014, Onlin
3 th Atep Afia Hidayat, “Budaya Menulis di Kampus Indonesia Sangat Rendah”, kompasiana, 24
February 2012, Onlin students often make Indonesian grammatical interference errors when they write compositions in English. The last, the fact that most of the students didn ’t practice English in the classroom, and they didn
’t spend their spare time effectively doing something useful to improve their English outside of school hours. The way the students generated their ideas word for word from their Indonesian language to their English was also became a major factor that caused
4 them to make interference errors.
Also in her research, Maya has found the most errors in students ’ writing. The highest problem is located in students
’ gramatical. There are five categories of errors gramatical that have been find, they are: 54% found in verb tenses, 0.8% found in use of passive voice, 27% found in possessive articles, 8%
5 found in word order, and 10% found in singular or plural nouns.
Iriyanti also argued the same problems of Indonesian students in English writing. Summarily, grammar becomes one of the biggest problems for them. Moreover, the tense usage in English is kind of complex, so it makes Indonesian students pay less attention to the area of writing. In other words, Indonesian students try to find their own way to express English sentences in the same meaning. Last, the way people communicate in expressing sentences in written form reflects the uniqueness of the use of language which is originated from a certain area. That is why the production of English writing by Indonesian 4 Maya Irmalia, “Indonesian Interference in Students’ Writing”, English Education Journal (EEJ), 7(4) (October, 2016), 506. 5
students is still awkward in terms of voices and sounds even though the
6 sentences they make correct grammatically.
Concern with the teaching of writing goes back thousands of years. However, up until the early twentieth century, writing instruction was based on somewhat rigid set of assumptions. The assumptions are good writing was done from a set off rules and principles, the teachers
’ duty was to relate these rules, and students then wrote in response to selected written texts, following the rules of good writing. A student essay was the graded for its grammatical accuracy and
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correct organization as well as content.In class, students spent a great deal of time in copying models rather than expressing their own ideas creatively. Writing was used to show that students had mastered a particular grammatical rule, rather than had a good idea
8
about subject matter. Therefore, the students are less independent in developing their writing. They rely heavily on the given models.
Writing is an activity in producing written communication language. Byrne states that writing is the organization of setences into a text, into a coherent whole which is as explicit as possible and complete in itself, that be able
6 Ariyanti, “The Teaching of EFL Writing in Indonesia”, Journal of Dinamika Ilmu, 2 (2016), 273-274. 7 8 David Nunan, Practical English Language Teaching (New York: McGraw Hill, 2003), 89.
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to communicate successfully with the readers. So, writing is very important to learn and to take hold in the classroom.
In the process teaching, Dalton suggests three processes of assistance. First, the teacher must access the students
’ learning zone through joint activity in order to stimulate the learning process. Second, the teacher must assist the student within activity to identify what the student knows or needs to know, as a hook for the unfamiliar and unknown. The teacher indentifies a hook when students reveal something they already know that will serve a link to new information, or the teacher uses a hook that all students can understand to serve a bridge to new information. Finally, the teacher and student must work together to
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expand the students This is why ’ understanding for use in new situations. teaching should be fresh every time. The students not only need to be clever, but also comfort in learning.
Traditionally, in curriculum practice, a distinction has been drawn between the activities of the syllabus designer, which have been focused on products, and the activities of the methodologist, which have been focused on processes. So, there are two approaches, Product-oriented Approach and Process Approach. In teaching writing, Product-orianted Approach focuses on the end result of the learning process that the students is engaged in imitating, copying and transforming models of correct language. Otherwise, Process Approach 9 10 Donn Byrne, Teaching Writing Skills (England: Longman Group UK Limited, 1988), 2.
Stephanie Stoll Dalton, Five Standards for Effective Teaching: How to Succeed with All focuses more on the various classroom activities which are believed to promote the development of writing skill. This approach encourages collaborative group work between learners as a way of enhancing motivation and developing
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posistive attitudes towards writing. If both approaches are done simultaneously, then this will be interesting.
In overcoming the existing problems of teaching writing, these approaches can be applied. The students need to be good writers and comfort in the writing activities, so these are major factors. In this case,
“Roundtable discussion of video ” - a technique that will be discussed in this study - be representative of both approaches.
Roundtable discussion of video is a combination of Roundtable discussion as a technique and video as a media. Roundtable is one of techniques of cooperative learning. It is a form of academic discussion. This technique is
12
useful for brainstorming, reviewing, or practicing a skill. The teacher asks students to collaborate in small groups on a specific prompt that can generate multiple responses. Students share a single piece of paper that gets passed around their circle rapidly. The goal is to generate as many responses as possible from
13 all members of the group in a defined period of time. 11 David Nunan, Language Teaching Methodology: A Text book for a Teacher (New york: Prentice Hall, 1991), 86-87. 12 Jette Stenle v and Peter Siemund, “Roundtable as Cooperative Learning Technique,” Journal of English Language and Linguistics , 1 (march, 2011), 40-45. 13 Barbara Lom, “Classroom Activities: Simple Strategies to Incorporate Student-centered
Activities within Undergraduate Science Lectures ,” Journal of Undergraduate Neuroscience
Moreover, video can help students to get some ideas while writing activity. Video also can help students to re-visit and review the material.
Bransford, Brown, & Cocking discuss video use in the classroom and the importance of interactivity in helping students to learn by being able to re-visit and review the material. They emphasize the potential of technology to help
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learning, but only if it is used properly. According to Fransen the use of video in the classroom as a media learning can play a part at many levels of E-learning and can be used for distributing information, creating interaction within the
15 learning process and as a part of the collaborative process.
In pursuance of data obtained by writer from the results of interview with some seventh graders in SMPN 3 Sawoo Ponorogo, the students are still confused in writing. The main factors that be a problem in their confusion are the use of vocabulary and grammar in writing. In the data, they said that they didn
’t like memorizing and translating activity. These activities are too hard and
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bored. Thus if this problem persists then their writing activity will be hampered as well.
Based on observations made by the writer, the students at seventh grade in SMPN 3 Sawoo Ponorogo are passive in the class. The students feel bored during the lesson. It could be the technique that be given by teacher is 14 Cited by ZacWoolfitt, The effective use of Video in Higher Education, Lectorat Teaching, Learning and Technology (Rotterdam: Inholland University of Applied Sciences, 2015), 5. 15 16 Ibid., 21. th
The result of interview is retrieved on Monday, 11 December 2017 at SMPN 3 Sawoo monotone, or the students are not interesting with the learning activity. So, to solve these problems, the writer use Roundtable discussion of video as the best way.
Hopefully this study will enrich the reference of teaching English especially the use of Roundtable discussions of video for teaching writing. Then, the result of this study can be used by English teachers in teaching, to motivate students in writing and to suggest the school authority to give the recommendation to the teachers in other to use the appropriate techniques and affective strategies in teaching writing.
B. Identification and Limitation of The Problems
From the interview with some students of seventh grade of SMPN 3 Sawoo Ponorogo, most of them are still confused in writing English. The main factors that be a problem in their confusion are the use of vocabulary and grammar in writing. In the data, they said that they didn
’t like memorizing and translating activity. These activities are too hard and bored. Moreover, the teachers still use the old method or the lecture method in teaching English. It becomes ineffective. According to this statement, it can be concluded in identification of the problems as belows:
1. The students are confused to apply vocabulary and grammar on writing English
2. The students feel hard and bored while writing activity
4. The teachers still use the old method or the lecture method in teaching
English especially for writing Based on the problems, the writer limits the study of this research on
Roundtable discussion of videos to teach writing descriptive texts. The description is more specific on animal and person. In this research, the writer uses Roundtable technique and video as a media learning to become a solution of the students
’ problems.
C. Statement of The Problems
There are some problems that have explained previously. One of the problems is that the students can ’t write easily because their confusion on vocabulary and grammar. To solve the problem, the writer use
“Roundtable discussions of video ” technique in writing descriptive text. So, the writer gets the statement of the problems as follows:
1. How is the model of lesson plan about Roundtable discussion of video to improve students ’ writing ability of descriptive text for the seventh-grade students of SMPN 3 Sawoo Ponorogo?
2. Is Roundtable discussion of video effective to improve students’ writing ability of descriptive text for the seventh-grade students of SMPN 3 Sawoo Ponorogo?
D. Objectives of The Study
Based on the statement of the problem, this study has objective described as follows:
1. Can explain the model of lesson plan about Roundtable discussions of video to improve students ’ writing ability of descriptive text for the seventh-grade students of SMPN 3 Sawoo Ponorogo.
2. Roundtable discussions of video is effective to improve students’ writing ability of descriptive text for the seventh-grade students of SMPN 3 Sawoo Ponorogo.
E. Significance of The Study
This study will help teachers to find the new strategies for teaching writing on descriptive text, so they are able to teach writing with the new strategy in this study,
“Roundtable discussion of video”, in the class. This study also be beneficial to the students in their process on writing descriptive text. The students are able to feel more be enjoying and get a motivation to more be loving in writing. Besides, the students are able to be easier to write a descriptive text.
F. Organization of The Thesis
Chapter I is Introduction. In this chapter consists of: background of study, identification and limitation of the problem, statement of the problems, objectives of the study, significance of the study, and organization of the thesis.
Chapter II is Previous Research Findings, Theoretical Background, Theoretical Framework, And Hypothesis. In this chapter consists of: previous research findings, theoretical background, theoretical framework, and hypothesis. Chapter III is Research Method. In this chapter consists of: classroom action research object, setting and reasearch subject characteristic, research variable, classroom action research procedure and research schedule.
Chapter IV is Findings. In this chapter consists of: research setting, cycles Explanation, data analysis, and discussion. Chapter V is Closing. In this chapter consists of: conclusion and suggestion.
CHAPTER II PREVIOUS RESEARCH FINDINGS, THEORETICAL BACKGROUND, THEORETICAL FRAMEWORK, AND HYPOTHESIS A. Previous Research Findings To support this study, the writer appends some previous studies related
to the variable of this thesis. The writer selects the previous research findings as belows:
1. The Effectiveness of Roundtable Technique for Teaching Descriptive
Writing (An Experimental Research at The Seventh Grade Students of SMP Negeri 1 Kedungreja, Cilacap in Academic Year 2014/2015) written by Setiyaningsih. The result of this research is t-test = 4.48 while the t-table value at the level of significance 0.05 for degree of freedom (df) 58 is 1.6715. It means that the t-test is higher than t-table (4.48 >1.6715), so Roundtable is effective for teaching descriptive writing at the seventh grade
1
students of Junior High School. The similarity from this study is using Roundtable technique to teach descriptive writing. Whereas the difference lies on the media used. The writer will use video as media teaching in this study.
1 Setiyaningsih, “The Effectiveness of Roundtable Technique for Teaching Descriptive Writing
(An Experimental Research at The Seventh Grade Students of SMP Negeri 1 Kedungreja, Cilacap in
2. The Effectiveness of Using Video on Students’ Writing Ability in Teaching
Descriptive Text (A Case Study At Tenth Grade of SMK Pasundan 1 Kota Serang) written by ItaMiftahussaidahRivai et al. The result of this research shows that the value of t o is higher than tt, so the Resear ch Hypothesis (Hα) is accepted and the Null Hypothesis (H ) is rejected, so it can be concluded
o
that the effect of video on students ’ writing ability descriptive text is
2
successful in imroving students The similarity from this study lies ’ ability. on video as media teaching to teach descriptive writing. While the difference is on the strategy used. The writer will use Roundtable technique as strategy learning this study.
B. Theoretical Background
1. Teaching Writing
a. Diagnosis of needs
The educational needs of student have been mentioned in
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Pasal 12 (1b) about the rights of student that is
“Every student is entitled to receive an educational service which appropriate to his or her talent,
2 Ita Miftahussaidah Rivai et al., “The Effectiveness of Using Video on Students’ Writing
Ability in Teaching Descriptive Text (A Case Study At Tenth Grade of SMK Pasundan 1 Kota
3
interest and ability From the statement can be concluded that the ”. students have learning needs which appropriate to their field.
According to Byrne, the needs of the learners are presented in the form of guidelines for a writing programme. There are ten things that should be considered by the teacher to supply the students
’ needs
4 in the writing class.
1) Teach the learners how to write 2) Provide adequate and relevant experience of the written language 3) Show the learners how the written language functions as a system of communication 4) Teach The learners how to write texts 5) Teach the learners how to write different kinds of texts 6) Make writing tasks realistic and relevant 7) Integrate writing with other skill 8) Use a variety of techniques and practice formats 9) Provide appropriate support 10) Be sympathetic!
b. Formulating specific objectives
According to Henson, there are three criterias that must be 3 considered in the preparation of curriculum objectives, such as: 1)
Undang-Undang Republik Indonsearched at 9.33 AM on March 25, 2018 4
Objectives must be stated in terms of expected student behavior (not teacher behavior); 2) Objectives must specify the conditions under which the students are expected to perform; and 3) Objectives must
5
specify the minimum acceptable level of performance. These criterias can be a good reference in determining learning objectives.
From his book “Teaching Writing Skill”, Byrne explain about the purpose of teaching writing that serves a variety of
6 pedagogical purpose.
1) The introduction and practice of some form of writing enables the teacher to provide for different learning styles and needs.
Some learners, especially those who do not learn easily through oral practice alone, feel more secure if they are allowed to read and write in the language. For such students, writing is likely to be an aid to retention, if only because they feel more at ease and relaxed. 2) Written work serves to provide the learners with some tangible evidence that they are making progress in the language. It is not likely to be a true index of their attainment, but once again it satisfies a psychological need.
5 Ahmadi, Manajemen Kurikulum: Pendidikan Kecakapan Hidup (Yogyakarta: Pustaka Ifada, 2013), 146.
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3) Exposure to the foreign language through more than one medium, especially if skills are properly integrated, appears to be more effective than relying on a singel medium alone. Even at an elementary level there are many opportunities for activities that effectively integrate skills. 4) Writing provides variety in classroom activities, serving as a break from oral work (and is therefore a quieter and more relaxed time for both students and teacherl). At the same time,it increases the amount of language contact through work that can be set out of class.
5) Writing is often needed for formal and informal testing.
Although in general oral ability should be measured through oral tests, in practice we are often obliged by circumstances, such as the amount of time we have at our disposal and the number of students there are in the class, to use some form of written test.
In some cases, of course, a written test may even be appropriated for example, making notes while listening.
c. Selecting and organizing content
The selection of the right contents in the curriculum is very important and should be done carefully by the teacher. The content is the necessary information and it is packed into a material. It can be
7
knowledge. While, organizing content is the next step after selecting content. Usually the content organization begins with a simple topic
8 which then develops at a higher level.
The following is the scope of materials for junior high school
9 based on Permendikbud Th. 2016 No. 021.
Table 2.1
The Scope of Materials
Grade The scope of materials Label names, lists of items, instructions, signs, warning signs, personal invites, congratulations, recounts, announcements, narratives, descriptive, and songs.
VII - Factual reports, scientific, procedure, narrative, and advertising Notice, recount, narrative, song, factual report, scientific,
IX procedure, invitation, personal letter, analytical exposition, and biography. Song, captions, factual reports, scientific, news items, and procedure.
d. Selecting and organizing activities
The selection of activities supports the functions of achievement of the learning objectives although sometimes one activity can achieve various learning objectives. Such activities can help learners to recognize, discover, and develop and even connect
7 8 Ahmadi, Manajemen Kurikulum ……. 147. 9 Ibid. with past and future experiences.
10 Byrne suggests some good criterias of writing activities in teaching writing.
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1) Writing activities should satisfy immediate needs by providing the learners with opportunities for handling, through the medium of writing, language which they have learned orally. 2) Writing activities should also be forward-looking by beginning to familiarise the learners with patterns of language typical of the written medium: in particular, some of the devices needed for linking and sequencing sentences.
3) Writing activities should also give the learners opportunities to communicate through writing and, equally important, simply to enjoy writing.
e. Evaluation
Evaluation is commonly associated with assessing achievement againts clearly defined objectives or conducting norm- referenced testing. Committee states that
“evaluation is the systematic assessment of the worth or merit of an object ”.
12 There are four
10 Ahmadi, Manajemen Kurikulum …….. 149. 11 Donn Byrne, Teaching Writing Skills
……. 32
12 Stufflebeam and Coryn, Evaluation Theory, Models, and Aplications (Second Edition)13
categories of designing assessment task in teaching writing. They are: 1) Imitative
To produce written language, the learner must attain skills in the fundamental, basic tasks of writing letters, words, punctuation, and very brief sentences. This category includes the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system. 2) Intensive
Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulary within a context, collocations and idioms, and correct grammatical features up to the length of a sentence.
3) Responsive The learners do written performance at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs.
13 H. Douglas Brown, Language Assessment: Principles and Classroom Practices (New York :
4) Extensive Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis.
The ultimate criterion of writing assessment procedure is divided into two kinds, they are micro- and macro-skills. The micro- skills apply more appropriately to imitative and intensive writing, while the macro-skills are essential for the successful mastery of responsive and extensive writing.
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1) Micro-skills a) Produce graphemes and orthographic patterns of English.
b) Produce writing at an efficient rate of speed to suit the purpose.
c) Produce an acceptable core of words and use appropriate word order patterns.
d) Use acceptable grammatical systems, patterns, and rules.
e) Express a particular meaning in different grammatical forms.
f) Use cohesive devices in written discourse.
2) Macro-skills a) Use the rhetorical forms and conventions of written discourse.
14 b) Appropriately accomplish the communicative functions of written texts according to form and purpose.
c) Convey links and connections between events, and communicative such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
d) Distinguish between literal and implied meanings when writing.
e) Correctly convey culturally specific references in the context of the written text.
f) Develop and use a battery of writing strategies, such as accurately assessing the audiences ’ interpretation, using prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
f. Balance and sequence
The last is checking balance and sequence. The ideal learning should be balance between the content of curriculum and the real activities. To know this, it needs some questions to be tool for checking balance and sequence. The questions as follows:
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1) Do the activities provided allow learners to learn? 2) Is there a sequence in the flow of content? 3) Is there a balance between a document and an applicative curriculum? 4) Are school organizational structures already supportive and flexible in the learning activities? 5) Do the learners feel free to express their ideas? 6) Does the school climate support the contents and the activities of the curriculum?
2. Descriptive text Descriptive text is one of types of text to describe things.
According to Stanley, descriptive text is a type of paragraph to describe the appearance of things that occupy space, whether they are objects, people, buildings or cities. The description can be shown in the form of the sound, taste, and smell of things or object. The characteristics of something or object to be described usually deals with the physical appearance of the object being described.
16
15 Ahmadi, Manajemen Kurikulum …….. 151. 16 DolarYuwono, Writing 1 from Practice to Theory: Getting Smart and Creative to Write
The structure of the text is as follows: (1) identification: introduces the person, thing or place that will introduced; (2) description: pictures the characters of person, thing or place that is being talked about. Mostly, a description uses simple present tense but sometimes it uses simple past tense when the person, thing or place is talked about no longer exists.
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3. Roundtable discussion of video
Roundtable discussion of video is a combination of Roundtable discussion as a technique and video as a teaching media.
a. Roundtable discussion as a technique
Roundtable is a form of academic discussion where the participants agree on a specific topic to discuss and debate. This technique requires each student in a group to have input. Generally, Roundtable is a technique useful for brainstorming, reviewing, or practicing a skill. The students use a single sheet of paper and pen for each group. They respond in turn to a question or problem by stating their ideas aloud as they write them on the paper. This technique is most effective when used in a carefully sequenced series of activities.
17 Boycod Kurniawan, “Generic Structure and Language Features of Descriptive Text Written
The brainstorming can reinforce ideas from the readings or can be
18 used to set the stage for upcoming discussions.
Roundtable discussion is one of a small group discussion. The students are allowed to express their knowledge, understanding, and opinions on a topic. It is a student-centered strategy in which teachers assume the role of facilitator, and students become interactive participants. Student participation promotes active learning and greater student accountability because students must share their
19 knowledge.
Furthermore, Roundtable discussion is part of Cooperative learning strategy. This group formation includes the students of mixed abilities, ethnicities, and genders. The groups share a common goal of learning preselected material, working interdependently to attain mastery, and making sure that all group members successfully
20 achieve the group goal.
18 Jette Stenlev and Peter Siemund, “Roundtable as Cooperative Learning Technique,” ……..
40-45. 19 Joyce McLeod, et al., The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies, (USA: Association for Supervision and Curriculum Development, 2003),132. 20
b. Video as a teaching media
Video is a digital recording of an image or set of images, such
21
as a movie or animation. Video also can be referred to any electronic media format that employs “motion pictures” to present a
22
message. According to Gardner, video is a superior tool that can be used to engage verbal (or linguistic), visual (or spatial), and musical (or rhythmic) intelligences. Moreover, video can also be used as a tool for engaging both hemispheres of the brain (the left logical or analytical brain and the nonverbal or creative brain). It effectively stimulate the whole brain through dialogue, plot, visual images,
23 sound and relationship.
Video has long been used as media teaching in the classroom. Berk suggests that the use of video as a teaching tool is not new. According to him, there are four fundamental changes impacting the
24
use of video as a teaching tool , they are: 1) There is a wider variety of video formats available to instructors.
2) The ease with which technology can facilitate video application in
the classroom has increased.
accessed at 1.00 PM on 03 January 2018 22 Robert Heinich, et al., Instructional Media and Technologies for Learning Seventh Edition (New Jersey: Pearson Education, 2002), 192. 23 Errin M. Steffes and Philippe Duverger, “Edutainment with Videos and its positive Effect on Long Term Memory,” Journal of Advancement of Marketing Education, 1 (Spring or Maret - June, 2012) 1. 24
3) The number of video techniques an instructor can use has increased.
4) The body of academic literature providing theoretical and empirical support of the use of video as an effective teaching tool has increased.
There are strengths of video as a teaching media in the classroom, such as: (1) video can present visual information that is difficult to convey in other ways; (2) not only videos allow students to
‘travel’ to different places, they permit travel through time as well; (3) Video can be used to demonstrate specific manual skills or physical processes, either at normal speed, in slow motion, or speeded up to reveal relationships, principles, or practices; (4) video can be used to model positive behaviour and to motivate students; (5) video can provide messages about issues critical to the lives of learners, or to the topic under consideration; and (6) video can may help to promote learning in students with high visual orientation in
25 their learning styles.
25 David Denning, Video in Theory and Practice: Issues from Classroom Use and Teacher Video Evaluation (University of Victoria, (no date)), 1-2.
C. Theoretical Framework
The technique in this research refers to cooperative learning. The writer use “Rountable discussion of video” to stimulate the students’ skill in writing descriptive text. The students can be active and enjoy in the class. If this technique is applied, the students can improve their skill in writing descriptive text.
D. Hypothesis
Hypothesis in this research as follow: the use of Roundtable discussion of video to improve students ’ writing ability of descriptive text for the seventh grade students of SMPN 3 Sawoo Ponorogo.
CHAPTER III RESEARCH METHOD A. Classroom Action Research Object The study in this classroom action research was focused on the use of Roundtable discussion of video to improve students
’ ability in writing descriptive text on the seventh graders of SMPN 3 Sawoo Ponorogo.
B. Setting and Research Subject Characteristic
This research was aimed to seventh grader students of SMPN 3 Sawoo Ponorogo. The writer as the reseacher applied this Classroom Action Research in class VII B which consisted of 22 students.
C. Research Variable
The writer as the reseacher was focused to observe several things that be research variable in this study. There were two kinds of research variable.
They were the process of variable and the result of variable. These research variables could be explained as follows:
1. The students’ achievement in teaching learning process by using Roundtable discussions of video.
2. The students’ activeness in writing descriptive texts by using Roundtable discussions of video.
D. Classroom Action Research Procedure
There were three things that must be noticed in this classroom action research procedure, such as model of classroom action research, technique of collecting data, technique of analysis data, and indicator of success.
1. Model of classroom action research
The writer prefered model of classroom action research that be used by Kemmis and McTaggart. According to them, the process of action research is only poorly described in terms of a mechanical sequence of steps. They described the spiral of self-reflection in terms of a spiral of self- reflective cycles of: planning a change, acting and observing the process and consequences of the change, reflecting of these processes and consequences,
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and then re-planning, acting and observing, reflecting and so on. This model was development of the concept basic introduced by Kurt Lewind I. Said so, because in one cycle consisted of four parts, they were planning, acting, observing, and reflecting.
a. Planning
In this step, the writer as the researcher prepared all things related to the lesson. The first, the writer wrote a lesson plan based on the curriculum K-13 and the syllabus of Junior High School of seventh grader 1 in the second semester, and it was comformed with Roundtable
Kemmis, et al., The Action Research Planner: Doing Critical Participatory Action Research discussion of video strategy ’s step. The next was the writer selected some descriptive texts and the animated video that match with the students
’ level. Then, the writer prepared the test for the students. The last, the writer prepared observation and field notes sheet that filled up by the observator, the writer itself, while the teacher implementing Rountable discussion of video in the classroom.
b. Acting In the action step, the teacher taught the students about the descriptive text. First of all, the teacher explain about the objective of the lesson. Then, the teacher explain about descriptive text and gave them examples of descriptive text. The teacher introduced the Roundtable disscussion of video strategy. The next, the teacher asked the students to make a group that consisted of five or six students and let them sit with their group. Furthermore, the teacher re-explained the Roundtable discussion of video strategy steps and roles to make sure that the students understood about the strategy. Finally, the teacher asked students to write a descriptive text by using Roundtable discussion of video strategy.
c. Observing The third step was observing. In this step the writer as the researcher observed the process of teaching and learning writing of descriptive text in the classroom that taught by teacher. It was done strategy in action step. The writer observe the processes of teaching and learning by using the observation checklist and field notes.
d. Reflecting
In this step, the writer as the researcher analyzed all of the data; Preliminary data, test and observation checklist and field notes. From the data, the researcher can find out about the result of the cycle 1; it is successful, less successful, less success, or failed to achieve the indicator of success. The result of this reflection was used as a consideration to plan the next action for next cycle and to determine whether or not the next cycle is needed. If the cycle 1 was not successful or failed, the researcher identified the causes that make this strategy was not success. Then, the researcher planned cycle 2 to repair the unsuccessful thing in cycle 1.